Scholarly Publications
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This collection contains publications by library staff from the Kathryn A. Martin Library and publications from projects affiliated with the Kathryn A. Martin Library.
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Item Project Information Literacy: Findings Report, University of Minnesota Duluth(2024-04-03) Head, Alison J; Fister, Barbara; Geofrey, Steven; Hostetler, KirstenBeliefs and attitudes about climate change vary widely in our divided country, according to the latest polls. Yet few studies have explored how Americans encounter, engage with, and respond to climate change news and information and how these interactions inform their perceptions about the worldwide climate emergency. Between September 2023 and February 2024, two online surveys were deployed to a total sample of more than 6,000 U.S. respondents. One survey was completed by members of the public (N=4,503) and the other by college students enrolled at nine U.S. institutions (N=1,593). These data were used to examine how Americans’ information worlds — collective arrangements of information flows, personal belief systems, and community alliances — influence their understanding, beliefs, and attitudes about climate change and their willingness to take action. This report discusses seven key trends identified from a sample of students (N=478) completing the survey at the University of Minnesota Duluth (UMD) in February 2024.Item What Do Students Think and Feel about Research?(2023-01) Conerton, Kate; David, Mags; Jones, KayleenHow do students understand and feel about the research process? This article uses student writing and drawings to uncover where undergraduate students struggle while completing research assignments for upper-division writing courses. Student-created process maps and responses to reflection questions showed frustration while developing topics, uncertainty while choosing sources, and difficulty finding time to go through a complete process in a single semester. The structure and pacing of research assignments contributed to students’ frustration with and misunderstanding of the research process. These findings point to opportunities for improving student learning through new ways of understanding and structuring student assignments.Item Panic in the Stacks!: A Data-Based Approach to Prioritizing Rightsizing Projects(2021-04) Chisholm, Nichole MItem Faculty Publication Practices Report(2019) Grebinoski, Jodi Carlson; Miller, Chelsey; Pittman, KimIn spring 2018, the library completed a campus survey investigating user satisfaction with library services. Survey results reflected a high level of faculty interest in services related to copyright, publishing, and open access, but limited faculty awareness of existing services or support. In order to better understand faculty publishing practices and find areas of need for library support, library staff members obtained Institutional Review Board (IRB) approval to complete a research project focused on faculty experiences with and attitudes about author agreements, open access, and the publication process. In order to understand the perspectives of faculty members who are under the most pressure to publish, interviews were conducted with nine tenure-track faculty members who had not yet been promoted to Associate Professor. Participants represented disciplines from four of five UMD collegiate units, including the College of Education and Human Service Professions, College of Liberal Arts, Labovitz School of Business and Economics, and School of Fine Arts as well as the Medicine and Pharmacy Schools. Participants answered questions about their experiences with selecting a publication outlet, managing research data, evaluating or negotiating an author rights agreement, sharing their published work, and tracking its impact (see Appendix A for interview questions). Interviews ranged from 30-45 minutes in length and were recorded and transcribed, with the exception of two interviews in which recording equipment malfunctioned. In addition to conducting interviews, library staff members reviewed participants’ most recent author agreement; see Appendix B for a summary of this review.Item Finding expertise in your own backyard: Creating communities of practice to support learning about the Framework(Rowman & Littlefield, 2020) Pittman, Kim; Mars, Amy; Brager, TrentThis chapter will focus on successful strategies for creating ongoing professional development opportunities and building communities of practice around the ACRL Framework for Information Literacy for Higher Education. Drawing on the authors’ experiences developing free and low-cost opportunities for Framework-related professional development as former co-chairs of the Minnesota Library Association Instruction Roundtable (IRT), our case study will demonstrate that many barriers to Framework-related professional development can be overcome by leveraging expertise from communities of practice and taking a user-centered approach to design. Using the 23 Framework Things program and interviews with program participants, we will highlight how the design and content of Framework-related professional development can draw on the learning theories that inform the Framework itself, be accessible to a wide range of audiences and local contexts by employing a flexible structure and provide a forum for librarians engaging in collaborative learning.Item NRRI Peat Collection: Evaluating a Working Research Collection(2016-06-14) Enrici, Pam; Grebinoski, Jodi CarlsonItem A Syntactical Approach to Mr. Collins' Letter(Queens College Press, 1992) Wen, Shixing